Motivational Strategies for Teaching Language Arts: a Resource, K-12
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DOCUMENT RESUME ED 236 595 CS 207 573 TITLE Motivational Strategies for Teaching Language Arts: A Resource, K-12. INSTITUTION Georgia State Dept. of Education, Atlanta. Office of Instructional Services. PUB DATE 82 NOTE 221p. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Elementary Secondary Education; *Language Arts; Learning Activities; Listening Skills; *Low Achievement; *Motivation Techniques; Reading Instruction; Resource Materials; Speech Communication; Speech Curriculum; *Student Motivation; Writing (Composition); Writing Skills IDENTIFIERS PF Project ABSTRACT This resource material, written by Georgia teachers and field tested statewide, provides 45 strategies--or motivational activities--to use as supplemental materials. when students have difficulty mastering language arts skills. The strategies are listed alphabetically for easy reference and are presented as alternative ways to reinforce skills--specifically listening, reading, speaking, and writing--for unmotivated low-achievers. A step-by-step process for matching each strategy to specific skills is included in the section, "How to Use This Material." Practitioners are encouraged to adapt the strategies to the needs of specific students--especially those who have little or no facility with the printed word. Appendix A summarizes the language arts section of "Essential Skills for Georgia Schools"; Appendix B lists specific language arts concepts and skills and indicates in which grades they should be mastered; Appendix C contains Georgia high school graduation requirements; Appendix D is a statement on Standards for Basic Skills Writing Programs prepared by the National Council of Teachers of English. A four-page bibliography concludes the document. (KC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** FOREWORD Each public school student in Georgia is entitled to a well planned. balanced and sequential program of instruction in the language arts including listening, speaking, reading and writing skills. Wherever possible, instructional opportunities in language arts should be rn..itched to individual needs, abilities and learning styles of each student: therefore program flexibility is needed. Because proficiency in all four areas of language arts is essential for students to become effective communicators in. today's society, an integrated program is required.. Isolated skill development in listening, speaking, reading and writing will not meet the needs of today's students. This guide has been developed as an aid to school systems in developing a language arts program that meets all the desired criteria planned. balanced. complete. sequential. flexible and integrated. I hope you find it helpful. Charles McDaniel State Superintendent of Schools TABLE OF CONTENTS Introduction iii Philosophy and Purpose 1 How To Use This Material 2 Target Population 7 Nature of the Unmotivated Student 7 A Total Language Arts Program 8 Types of Programs 16 Steps In Developing A Remedial Program 17 Classroom Organization 18 'Special Considerations 25 Coordination 34 Support Personnel 39 Evaluation 44 Strategies 55 Anticipation Guide 58 Journal Writing 108 Publishing 139 Bibliotherapy 60 Language Experience Activities Reading to Students 144 Creative Thinking 62 110 Role Playing 147 Directed Reading Activity 65 Machine Assisted Instruction,' Sentence-combining 149 Experimental Activities 67 Programmed Instruction Study Guide 152 Film/Filmstrips 70 113 Survey Technique 155 Folklore 73 Musical Activities 115 Survival Skills 157 Free Writing 75 Newspapers 117 Tape Recording 160 Games 77 Once Upon A Time 119 Television 162 Graphic Organizer 80 Oral Interpretation 121 The Topic Step 165 Guided Listening Procedure 83 Overhead, Opaque Projectors Typewriting 167 Guided Reading Procedure 85 123 Video Taping 168 Guided Writing Procedure 87 Photography 127 Visual Literacy (Art) 171 Herringbone 90 Physical Education Activities Vocabulary Development 176 High Interest Topics 92 131 Wordless Picture Books 178 Humor 104 Poetry 133 Word Shaking 179 Interviewing 106 Possible Sentences 137 Appendix A: Essential Skills 181 Appendix B: Criterion-referenced Test Objectives 192 Appendix C: High School Graduation Policy 199 Appendix D: Standards for Basic Skills Writing Programs 205 Appendix E: Standards for Effective Oral Communication Programs 208 Bibliography 211 Evaluation 215 iI INTRODUCTION The Georgia Department of Education has joined thenationwide effort to improve instruction in the fundamental skills of listening. speaking. read'g and writing.Several documents have been developed in Georgia to help language arts educators plan.develop and implement effective language arts programs in grades K through 12. This supplementary language arts resource suggestsalternative strategies for providing instruction to stu- dents who have had difficulty mastering language artsskills. This material provides a foundation upon which local school system 'personnel can build andexpand a program suited to the individual needs of students. To build the skills which students need incommunication. teachers must carefully diagnose and prescribe active learning experiences in as realistic a setting aspossible. A team of Georgia educators wrote this material. It wasedited and field tested statewide. Approximately 200 teachers and their 10.000 students in 'grades K through 12tried out the strategies and evaluated their effectiveness. Their suggestions were incorporated into thematerial that follows. The close involvement of supervisors. teachers and students has'contributed to the usefulness and practical nature of the material. Their continued feedback will ensurethe successful implementation and evaluation of the product. We hope the suggestions and alternative strategiespresented here will motivate teachers to use professional practices which help students find school moremeaningful and increase their level of achievement. Lucille G. Jordan Associate Superintendent Office of Instructional Services R. Scott Bradshaw Director Division of Curriculum Services iii ACKNOWLEDGMENT The Office of Instructional Services gratefully acknowledgesthe time. effort and expertise of the many people who devel'.ped thiS resource. The writing committeerepresented all geographic regions of the state, and included classroom teachers and supervisors of grades K-12. aprincipal and university personnel. The materials were field tested in local school systems statewide atgrade levels K-12 and in college and university classes. To the educators and students who were involved in this process and tothe staff members of the Georgia Department of Education who reviewed this work: we extend ourappreciation. Writing Committee Field Test Reviewers School Systems Individuals Alice Adams Atlanta City Schools Mary Jo Brubaker Rut hie Bazemore Chatham County Schools Shirley Haley-James Synth Sue Katz Elbert County Schools David Hayes Joyce Rogers Keene Gainesville City Schools Gale Hu line S. Keinble Oliver Ill Gwinnett`Nounty Schools Judy Long Kate Kirby Jackson County Schools George Mason John E. Readence Lanier County Schools C.Aagelia Moore Nancy Sims Marietta City Schools Judy True Geneva Stallings Muscogee County Schools Dana Poole Kay Vaughn Pike County Schools Richmond County Schools Contributors Spalding County Schools Sumter County Schools Ira E. Aaron Trion City Schools Sherri Boothe-Ward Vidalia City Schools Warren Combs Washington County Schools Helen Dixon Eliot Wigginton Thanks also go to the individuals who permitted their copyrightedworks to be reproduced in this resource. Their names are included with the material. .41 EFFECTIVE USE OF THIS RESOURCE PHILOSOPHY It is the responsibility of language arts educators inGeorgia to help their students become effective communicators. The ability to communicate ismultidimensional. It includes becoming efficient at listening, speaking. reading and writing. Each of these four acts is best developed sideby side in a balanced language arts program. Limiting a - student to the contents of a basal reader or a grammarbook or a speller fails to take advantage of the reinforcing aspects of listening. speaking, reading and writing.Basing instruction on the premise that students can best become effective communicators whenthey are immersed in an integrated language arts program encourages competencewithout fragmentation of skills. The methods used to present concepts to students stressthat language must be practiced in orderto-be---- improved. This practice must approximate realistic situations to preparestudents to function effectively. The following suggestions encourage students tobe active learners. This precludes the silent classroom approach; it favors practical language use in natural settingsand situations which integrate listening, speaking. reading and writing activities. basic premises of interrelating listening,speaking. reading and writing and of involving students in Nleprpctical activities are important in meetingthe needs of Georgia students. They seem even more so when teaching students who are low achievers. Such studentsneed reinforcement of initial instruction but usually balk at what they preceive as meaningless repetition ofisolated. uninteresting tasks. This material contains suggested alternatives for combining basic ;1-c:11instruction